Access Profiles and Motivational Predictors of Online Reading Performance: A Study of Digital Equity in Taiwan

Abstract

The growth of the digital economy has reshaped educational opportunities worldwide, but it has also widened gaps in access, digital skills, and learning outcomes. This study investigates how digital device access profiles and psychological factors influence online reading performance among secondary school students in Taiwan. Drawing on data from a large-scale computer-based assessment, two complementary analyses were conducted. Objective 1 (n = 1,169) used latent class analysis to identify students’ digital device access profiles and examined their relationship to online reading outcomes across regions with differing levels of digital development. Findings show that students with “Basic” access (Profile 3: smartphone + computer) and those from digitally mature regions performed significantly better. Objective 2 (n = 2,246) focused on two key psychological factors: intrinsic motivation and self-efficacy, which were selected for their well-established roles in promoting reading engagement and self-regulated learning, particularly in digital environments. Multi-group structural equation modeling was then employed to explore how these factors predict the use of online reading strategies and, in turn, influence reading performance. Results showed that strategy use mediated the effects of motivation and self-efficacy in all regions, but intrinsic motivation had a direct impact on performance only in digitally mature areas. These findings reveal the complex interplay between access, learner psychology, and strategy use in shaping online reading outcomes. The study highlights the need for equity-focused investments in infrastructure, as well as pedagogical interventions that promote digital agency. Implications are offered for education policy, teacher practice, and digital governance aligned with SDGs 4 (quality education) and 10 (reduced inequalities).